Goals and Objectives
Students will learn about the scope and power of the president of the United States. Students evaluate the decisions made by President Theodore Roosevelt in the Isthmus of Panama and consider the morality of his actions. Students will also discuss these points with fellow students and come to their own conclusions.
California State Content Standards/ Common Core Standards
California State Content Standard/Common Core Standard
11.4. 1.Explain Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy, drawing on relevant speeches.
· CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
· CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
11.4. 1.Explain Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy, drawing on relevant speeches.
· CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
· CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Lesson Introduction
Day 1
The teacher will ask the students about the morality of Imperialism and revisit the content discussed in the chapter about the Spanish American war. Pay close attention to the events in the Philippines and American presence in the country did not go over well. Then, after a short discussion, introduce the situation in panama/Colombia and why it would be an important place for a strategic canal.
Day 2
Students will briefly revisit the content discussed the day before with a whip around with the question, "who can summarize something we discussed yesterday?" not all students need to participate in this assignment.
The teacher will ask the students about the morality of Imperialism and revisit the content discussed in the chapter about the Spanish American war. Pay close attention to the events in the Philippines and American presence in the country did not go over well. Then, after a short discussion, introduce the situation in panama/Colombia and why it would be an important place for a strategic canal.
Day 2
Students will briefly revisit the content discussed the day before with a whip around with the question, "who can summarize something we discussed yesterday?" not all students need to participate in this assignment.
Vocabulary
Protectorate
Isthmus
Revolution
Big Stick Diplomacy
Canal
Malaria
Yellow fever
Sovereignty
Ratification
Perpetuity
Isthmus
Revolution
Big Stick Diplomacy
Canal
Malaria
Yellow fever
Sovereignty
Ratification
Perpetuity
Content Delivery
Day 1
The lesson is centered on American actions leading up to the building of the canal. Before the discussion activity, the teacher will expand on previous knowledge about American influence in the Gulf of Mexico and in the south pacific. A short presentation will be given on these subjects and the American influence in the area. The teacher will then lead a short discussion on the different ways that American people have been a short lesson discussing the events going on in panama is necessary for the students to understand what they are going to be working on in the lesson.
Day 2
The teacher will facilitate the "Stand and decide" activity by guiding students' language and creating an environment where all of the students can voice their opinion on the subject.
After students have developed an opinion on United States action in this particular action, we can revisit american influence in the open door policy and the Philippines. Discuss further the effects of American imperialism in the grander scheme of things.
The lesson is centered on American actions leading up to the building of the canal. Before the discussion activity, the teacher will expand on previous knowledge about American influence in the Gulf of Mexico and in the south pacific. A short presentation will be given on these subjects and the American influence in the area. The teacher will then lead a short discussion on the different ways that American people have been a short lesson discussing the events going on in panama is necessary for the students to understand what they are going to be working on in the lesson.
Day 2
The teacher will facilitate the "Stand and decide" activity by guiding students' language and creating an environment where all of the students can voice their opinion on the subject.
After students have developed an opinion on United States action in this particular action, we can revisit american influence in the open door policy and the Philippines. Discuss further the effects of American imperialism in the grander scheme of things.
Student Engagement
Day 1
Students will be guided through a reading of the panama revolution document that is located on the site where it explains the entirety of the situation to the reader of the events in panama and how America gained the power to hold the isthmus to build there. A second set of notes will also be discussed and students will participate in a think-pair-share assignment where they will discuss any discrepancies that they may find between the two documents. For homework students will be asked to have a position on the morality of America's position in the Panamanian revolution.
Day 2
After a brief whip around to reorient students with the lesson learned previously and turning in their homework assignments, Students will participate in a “stand and Decide” lesson where The four corners of the classroom will designate the levels of agreement ranging from; agree, moderately agree, moderately disagree, and disagree. Students will defend their position using evidence and contextual clues from the documents assigned the day before.
Questions to consider:
What is the relationship between ______Panama______ and ______Philippines/Cuba/Hawaii______?
Can you explain it in a different way?
How do you know ____________ ?
What might the opposition say? What parts of their argument are valid?
Students will be guided through a reading of the panama revolution document that is located on the site where it explains the entirety of the situation to the reader of the events in panama and how America gained the power to hold the isthmus to build there. A second set of notes will also be discussed and students will participate in a think-pair-share assignment where they will discuss any discrepancies that they may find between the two documents. For homework students will be asked to have a position on the morality of America's position in the Panamanian revolution.
Day 2
After a brief whip around to reorient students with the lesson learned previously and turning in their homework assignments, Students will participate in a “stand and Decide” lesson where The four corners of the classroom will designate the levels of agreement ranging from; agree, moderately agree, moderately disagree, and disagree. Students will defend their position using evidence and contextual clues from the documents assigned the day before.
Questions to consider:
What is the relationship between ______Panama______ and ______Philippines/Cuba/Hawaii______?
Can you explain it in a different way?
How do you know ____________ ?
What might the opposition say? What parts of their argument are valid?
Demonstrated Learning
Formative Assessment:
Students will be assessed on their contributions to the group discussion in the lesson.
Students will also be assessed on their answers to the homework assignment that is given at the end of the content documents given in class.
Students will be assessed during the lesson during the think-pair-share assignment where students can explain their position to the class.
Students will be assessed on their contributions to the group discussion in the lesson.
Students will also be assessed on their answers to the homework assignment that is given at the end of the content documents given in class.
Students will be assessed during the lesson during the think-pair-share assignment where students can explain their position to the class.
Lesson Closure
Students will relate the information gained from this assignment to previous lessons in this unit with a new lens on what America has been doing to become a world power and how that has not only affected america but how other countries are now viewing this growing nation. Students will participate in a whip-around responding to the question, What did america accomplish?